《基礎(chǔ)英語(yǔ)4》課程教學(xué)大綱

《基礎(chǔ)英語(yǔ)4》課程教學(xué)大綱

課程名稱(chēng)（中文）：基礎(chǔ)英語(yǔ)4

課程名稱(chēng)（英文）：BasicEnglish

課程編號(hào)：060502014001

課程類(lèi)別：專(zhuān)業(yè)基礎(chǔ)課程

先修課程：《基礎(chǔ)英語(yǔ)《、《基礎(chǔ)英語(yǔ)2》《基礎(chǔ)英語(yǔ)3》

一、課程的教學(xué)目標(biāo)和教學(xué)要求

1.課程工作任務(wù)目標(biāo)

加強(qiáng)英語(yǔ)各項(xiàng)技能的綜合訓(xùn)練，提高學(xué)生的邏輯思維及判斷能力，培養(yǎng)和強(qiáng)化跨文化意識(shí)，使

學(xué)生能夠把握英語(yǔ)篇章主旨、文體修辭、語(yǔ)言技巧，學(xué)會(huì)使用工具書(shū)獲取所需信息，獨(dú)立完成規(guī)定

的學(xué)習(xí)任務(wù)，在英語(yǔ)知識(shí)、應(yīng)用技能及文化素質(zhì)方面得到提高，為三、四年級(jí)的進(jìn)一步學(xué)習(xí)打下堅(jiān)

實(shí)的基礎(chǔ)。

2.職業(yè)能力目標(biāo)

經(jīng)過(guò)基礎(chǔ)英語(yǔ)課程學(xué)習(xí)，配合英語(yǔ)口語(yǔ)、語(yǔ)音、語(yǔ)法、聽(tīng)力、閱讀、英語(yǔ)國(guó)家概況等課程學(xué)習(xí)，

學(xué)生應(yīng)該學(xué)會(huì)英語(yǔ)語(yǔ)音、詞匯、語(yǔ)法、句法、修辭、語(yǔ)篇等基本語(yǔ)言知識(shí)，學(xué)生逐步提高語(yǔ)篇閱讀

理解能力，了解英語(yǔ)各種文體的表達(dá)方式和特點(diǎn)，擴(kuò)大詞匯量和熟悉英語(yǔ)常用句型，具備基本的口

頭與筆頭表達(dá)能力，了解英語(yǔ)國(guó)家文化背景差異，掌握一些跨文化交際知識(shí)與交際策略，打好堅(jiān)實(shí)

的語(yǔ)言能力和交際能力基礎(chǔ)。語(yǔ)言水平測(cè)試能達(dá)到英語(yǔ)專(zhuān)業(yè)四級(jí)水平。

在聽(tīng)力理解方面，能聽(tīng)懂英語(yǔ)國(guó)家人士關(guān)于日常生活、社會(huì)生活和學(xué)習(xí)的演講和會(huì)話。在口語(yǔ)

表達(dá)能力方面，能用英語(yǔ)交流，并能就某一主題進(jìn)行討論；能就日常話題與英語(yǔ)國(guó)家的人士進(jìn)行交

談；能就所熟悉的話題經(jīng)準(zhǔn)備后作簡(jiǎn)短發(fā)言；能在交談中使用基本的會(huì)話策略。在閱讀理解方面，

能讀懂英美國(guó)家出版的中等難度的英語(yǔ)文章和材料，能基本讀懂難度相當(dāng)于美國(guó)Newsweek的國(guó)際

新聞報(bào)道，掌握中心意思，理解主要事實(shí)和有關(guān)細(xì)節(jié)；能讀懂工作、生活中常見(jiàn)的應(yīng)用型問(wèn)題的材

料；能在閱讀中使用有效的閱讀技巧和方法。在書(shū)面表達(dá)方面，能完成一般性寫(xiě)作任務(wù)，描述個(gè)人

經(jīng)歷、觀感、情感和發(fā)生的事件等；能寫(xiě)常見(jiàn)的應(yīng)用文；能就一般性話題或提綱在45分鐘內(nèi)寫(xiě)出

200單詞左右的短文，內(nèi)容完整，用詞恰當(dāng)，語(yǔ)意連貫；能掌握基本的寫(xiě)作技能。詞匯量：掌握5000

個(gè)單詞和800個(gè)詞組的基本用法，并對(duì)其中2000個(gè)積極詞匯能夠在認(rèn)知的基礎(chǔ)上學(xué)會(huì)熟練運(yùn)用。

3.素質(zhì)目標(biāo)

通過(guò)本課程的學(xué)習(xí)及語(yǔ)言綜合技能的訓(xùn)練和實(shí)際運(yùn)用，掌握語(yǔ)言知識(shí)和語(yǔ)言交際的基本技能；

同時(shí)培養(yǎng)學(xué)生自主學(xué)習(xí)和協(xié)作學(xué)習(xí)的能力，提高學(xué)生的綜合文化素養(yǎng)，最終能夠熟練運(yùn)用語(yǔ)言基礎(chǔ)

知識(shí)、語(yǔ)言技巧及跨文化交際能力來(lái)說(shuō)明、處理日常工作中的事情，解決實(shí)際問(wèn)題，滿足工作時(shí)繼

續(xù)學(xué)習(xí)英語(yǔ)的需要。

4.職業(yè)資格證書(shū)考核目標(biāo)

全國(guó)高校英語(yǔ)專(zhuān)業(yè)四級(jí)水平考試及格證書(shū)。

二、教學(xué)時(shí)數(shù)分配

早P教學(xué)內(nèi)容教學(xué)時(shí)數(shù)

TextIThisYearIt'sGoingtoBeDifferent8

Unitl

OralWorkGuidedWriting

TextISalvation7

Unit2

OralWorkGuidedWriting

TextIWritingBetweentheLines7

Unit3

OralWorkGuidedWriting

TextINetworkDesigner-TimBernersLee

Unit4

OralWorkGuidedWriting8

Unit5rIextIAntarctica7

OralWorkGuidedWriting

Unit6TextIThePearl7

OralWorkGuidedWritingExercises

Unit7Text!FromComposertoInterpretertoListener7

OralWorkGuidedWritingExercises

Unit8TextIAFriendinNeed8

OralWorkGuidedWritingExercise

Unit9TextIUniversityDays

OralWorkGuidedWritingExercises7

UnitIOrIextIAbductingtheCloningDebate

OralWorkGuidedWritingExercises8

Unit11TextINeatPeoplevs.SloppyPeople

OralWorkGuidedWritingExercises7

TextIGettysburgAddress

Unit12OralWorkGuidedWriting7

Review

2

三、主要教學(xué)內(nèi)容與教學(xué)方法

1.教學(xué)目的及要求：

學(xué)生應(yīng)該學(xué)會(huì)英語(yǔ)語(yǔ)音、詞匯、語(yǔ)法、句法、修辭、語(yǔ)篇等基本語(yǔ)言知識(shí)，逐步提高語(yǔ)篇

閱讀理解能力，了解英語(yǔ)各種文體的表達(dá)方式和特點(diǎn)，擴(kuò)大詞匯量和熟悉英語(yǔ)常用句型，具備

基本的口頭與筆頭表達(dá)能力，了解英語(yǔ)國(guó)家文化背景差異，掌握一些跨文化交際知識(shí)與交際策

略，打好堅(jiān)實(shí)的語(yǔ)言能力和交際能力基礎(chǔ)。語(yǔ)言水平測(cè)試能達(dá)到英語(yǔ)專(zhuān)業(yè)四級(jí)水平。

2.教學(xué)重點(diǎn)：理解賞析TextI；生詞；短語(yǔ)

3.教學(xué)難點(diǎn)：理解賞析TextI；生詞；短語(yǔ)

4.教學(xué)方法：

1）重視從掌握語(yǔ)言知識(shí)到對(duì)所學(xué)知識(shí)的綜合應(yīng)用。以學(xué)生為主體，以教師為主導(dǎo)，采用多種

教學(xué)方法和手段，創(chuàng)造課堂英語(yǔ)語(yǔ)言環(huán)境，引導(dǎo)學(xué)生積極參與學(xué)習(xí)的全過(guò)程。

2）用熱身聽(tīng)力訓(xùn)練方法，鞏固語(yǔ)音教學(xué)成果，強(qiáng)調(diào)聽(tīng)的習(xí)慣的養(yǎng)成和信息捕捉能力的培養(yǎng)。

3）對(duì)已學(xué)詞匯和語(yǔ)匯整理、鞏固和強(qiáng)化，完成語(yǔ)音、聽(tīng)說(shuō)、詞匯、語(yǔ)法、句法的銜接，培養(yǎng)

口語(yǔ)輸出能力。

4）通過(guò)篇章閱讀教學(xué)，詞法教學(xué)及寫(xiě)作、翻譯等相關(guān)技能和知識(shí)的擴(kuò)展性訓(xùn)練，以及融合聽(tīng)

說(shuō)、聽(tīng)寫(xiě)、口譯、筆譯、讀寫(xiě)等于一體的任務(wù)型教學(xué)活動(dòng)，逐步提高學(xué)生語(yǔ)篇閱讀理解能力，了解

英語(yǔ)各種文體表達(dá)方式和特點(diǎn)，吸收語(yǔ)言和文化背景知識(shí)，擴(kuò)大詞匯量，充分鍛煉學(xué)生的綜合語(yǔ)言

技能。

5）將學(xué)生分組，以學(xué)生為中心，以小組為單位進(jìn)行各類(lèi)合作學(xué)習(xí)、合作探究與演示等，培養(yǎng)

學(xué)生的團(tuán)隊(duì)意識(shí)、探究能力和創(chuàng)新能力。

6）小班化教學(xué)了解學(xué)生個(gè)性、能力、知識(shí)結(jié)構(gòu)等方面的差別，兼顧每一個(gè)體，挖掘?qū)W生學(xué)能

和潛能，調(diào)動(dòng)學(xué)習(xí)積極性，培養(yǎng)自主學(xué)習(xí)能力，充分體現(xiàn)因材施教、開(kāi)發(fā)個(gè)性的原則。

7）課堂講授及課堂練習(xí)、充分利用多媒體、語(yǔ)音室、電子課件、光盤(pán)等現(xiàn)代化教學(xué)手段，發(fā)

揮其圖、文、聲、像并茂的優(yōu)勢(shì)提高教學(xué)效果。

8）利用校園語(yǔ)言教學(xué)互動(dòng)平臺(tái)，將教師課程教學(xué)資源與海量網(wǎng)絡(luò)資源結(jié)合起來(lái)，延伸課堂教

學(xué)內(nèi)容，增強(qiáng)師生互動(dòng)，提高課程教學(xué)的有效性。

5.參考書(shū)目：《新編英語(yǔ)教程4（第三版）學(xué)習(xí)指南》，《新編英語(yǔ)教程4（第三版）拓展閱讀》,

由上海外國(guó)語(yǔ)大學(xué)的梅德明主編，上海外語(yǔ)教育出版社出版。

6.思考題：練習(xí)冊(cè)上的思考題。

四、考核方式

1、本課程對(duì)學(xué)生的評(píng)價(jià)與考核方式為形成性評(píng)價(jià)與終結(jié)性評(píng)價(jià)相結(jié)合.形成性評(píng)價(jià)就是對(duì)學(xué)

生日常學(xué)習(xí)過(guò)程中的表現(xiàn)、所取得的成績(jī)等做出評(píng)價(jià)，激勵(lì)學(xué)生學(xué)習(xí)，幫助學(xué)生有效調(diào)控自己的學(xué)

習(xí)過(guò)程，使學(xué)生獲得成就感，增強(qiáng)自信心。終結(jié)性評(píng)價(jià)主要通過(guò)閉卷考試獲得。形成性評(píng)價(jià)占總評(píng)

成績(jī)的30%,包括出勤（5%）,課堂表現(xiàn)（5%）、小測(cè)驗(yàn)（10%）、作業(yè)（10%）,終結(jié)性評(píng)價(jià)為期末考

試，成績(jī)占70冊(cè)總評(píng)成績(jī)滿分為100分，60分及以上為及格。

2、對(duì)教師的評(píng)價(jià)按照學(xué)校教學(xué)督導(dǎo)與學(xué)生評(píng)教有關(guān)規(guī)定執(zhí)行。

五、其他說(shuō)明

本標(biāo)準(zhǔn)應(yīng)根據(jù)地方經(jīng)濟(jì)發(fā)展的需要，及時(shí)調(diào)整學(xué)習(xí)情境。

日期：2012年6月日

BookIV

Unit1

(8hours)

I.Teachingobjectives

a.HaveabasicunderstandingoftheNewYear'sresolutionandthetextstructure.

b.Understandwhatisthefathergoingtochangethisyear?Howdoeshetrytomakethisyeardifferent?

Whytheresultsallwentcontrarytohisexpectations?

c.Learnlanguagepoints;appreciatethewritingtechniquesandrhetoricaldevices.

d.Haveadeepunderstandingofambitionintext2.

e.Oralspeakingpractice

II..Teachingemphasis

a.Vocabulary:resolution;spontaneous;escapemechanism;swarmaround;moralityrapport

b.Abriefsummaryofthewaystoexpressfuturity

c.Appreciatethenarrativeskillsdemonstratedinthetext(theselectionsofthedetails,the

conversationaltone;idiomaticandstraightforwardwritingstyle;theuseoftheexaggeration;the

frequentuseoftheverb-prepositionandverb-particlecombinationtomakehiswritingvery

informal

d.ThewritercarriedouthisNewYear'sresolutionfaithfullytoimprovehimself,buttheresultsall

wentcontrarytohisexpectations.Why?

IILTeachingProcedures:

TEXTIThisYearIt'sGoingtoBeDifferent

LPre-readingQuestions

WhenapersonmakesNewYear'sresolutions,hemakesuphismindtodoornottodocertain

thingsinthecomingyear.Ofcourse,differentpeoplemakedifferentNewYear'sresolutions.For

example,astudentmaydecidetoworkharderathisstudiesandnotgotothecinemasooften;ateacher

maydecidetoimprovehis/herteaching;aheavysmokermaydecidetostopsmokingaltogether.Some

peoplemaybeabletocarryouttheirNewYear'sresolutions,butsomemaynot.FormostPeople,it's

ofteneasiertomakeNewYear'sresolutionsthantocarrythemout.

Itissuggestedthatthestudentsshouldfirstguesswithoutbeinggivenanypartofthestory.

ILTheMainIdea

Thestatementthatbestsumsupthemainideais(3):“ThewritercarriedouthisNewYear's

resolutionfaithfullytoimprovehimself,buttheresultsallwentcontrarytohisexpectations.v

III.TeachingPointsforReference

1.Abriefsummaryofthewaystoexpressfuturity

1)Theneutralfutureisformedbyusingtheauxiliarieswill/shallandinfinitive.

Examples:

TomorrowwillbehisSunday.(Level3,Unit3)

Isitpossibletomakeanatomicenginethatwillbereallysafeineverycircumstance?(Level

3,Unit6)

2)Theconstructiontobegoingtoisusedtoexpressfutureintention.

Examples:

Thisyearitisgoingtobedifferent.

Iknowwhatthekidsaregoingtodo.

Note:Thisconstructioncannotbeusedforneutralfuturity,whichdoesnotdependonany

person'swillorintention.ForExample,boththefollowingsentencesarewrong.

*TomorrowisgoingtobehisSunday.

*IfyougototheU.S.A.,youaregoingtocomeacrosstheremarkable,almostlegendary

hospitalityoftheAmericanoftheWest.

3)Theconstructionbetodo(something)isusedtoexpressarrangementorcommand.

Examples:

Nowletallmenknowthatcropsaretobeplantedasusual.(Level3,Unit11)

Shakaordered:"Allwomenwhoarefoundwithchildaretobeputtodeathwiththeirhusbands.

4)Theconstructionbeabouttoisusedtoexpressnearfuture.

Examples:

RoyandSammywereabouttoperformopen-heartsurgeryonMrs.Robinsonwithascout

knife.=RoyandSammywerejustgoingtodoanopen-heartoperationonMrs.Robinsonwith

ascoutknife.

Shewasabouttotellusthetruthwhenyouenteredthebuilding.

2.Theuseofoverinthetext

1)Itiptoedoverandkissedheronthebackoftheneck.

Overadv.：acrossadistanceoropenspace,eithertowardsorawayfromsomeone/something.

Moreexamples:

WeaskedKatestwosailorfriendsovertohelpusgainourpointindirectly.

GoovertoyourGrandmother,mydear.She'sbeckoningtoyou.

2)“Whatdidyoudoovertheholidays?

overprep.—during,inthecourseof(aperiodoranevent)

Moreexamples:

Shelikestolistentosomelightmusicovertheweekend.

Paulhasbecomemorematureovertheyears.

3)Toeasethesituation,Ipickedupherbrand-newsweaterfromthefloorandputitoverachair.

Overprep.—restingontopofsomethingandcoveringsomethingpartlyorcompletely

Moreexamples:

Johnwassotiredthathewasfoundsprawlingonthefloorasleepwithhisdrippingraincoat

overasofa.

4)Takeoveroneofyourwife'schores,sheHlloveyouforit.

Takeover-takechargeof

Moreexamples:

Thefirmbecamemoreandmoreprosperousafterthesontookitover.

WeexpectMr.JohnsonwilltakeoverourclasswhenMr.Shawretires.

3.“Itwasn'tmyideatostayoutuntilfoura.m.”

Thephraseonesideatodosomethingisusedtoexpresswhatonewishestodo.

Moreexamples:

Itwasnotmyideatoarguewiththem.WhatIwantedwasonlytoseekthetruthfromfacts.

4.Instead,Igotapencilanddrewasketchoftheescapementmechanism.

draw-makeapicturewithapen,pencilorchalk

drawasketch—makearoughpicture(drawing,diagram)withapencil

Moreexamples:

Fancyhimdrawingsowellattheageoffive.

Shecherishedthesketchoftheroaringseanotbecauseitwasdrawnbyafamousartistbutbecause

itbroughtbacksomefondmemories.

Cf.:Bynowthekidswereintheroom,drawnbythecommotion.

bedrawnbythecommotionbeattractedbythenoisyconfusion.

Here,drawmeans“attract”.

Moreexamples：

Thefilmthattellsoftheunusualfaithfulnessbetweenaminerandhiswifedrewlargeaudiences

whenitwason.

Supermarkets,whichwereunknowntotheChinesepeoplesomeyearsago,havebeguntodraw

largenumbersofcustomersinmanycitiesinChina.

5.Shewasinherpajamas.—Shewaswearingherpajamas.

in—wearing

Moreexamples：

JimmyWells,thepolicemaninuniform,withhisstalwartformandslightswagger;madeafine

pictureofaguardianofthepeace.

Nowthefashionisforgirlstobedressedinpuresilkinsummerandinexpensivefurcoatsin

winter.

6.MaggiealwaysdreadstakingdowntheChristmastree,soIthoughtI'dtoitforher.

1)dread-feelworriedabout.Dreadisfollowedbyparticiple.

Anotherexample：

Smallchildrenusuallydreadpayingavisittothedentist.

Itisalsocorrecttosay:

Smallchildrenusuallydreadavisittothedentist.

Smallchildrenusuallydreadthattheywillbetakentothedentist.

2)takedowntheChristmastree—takedownthetinsel,colouredlights,etc.,fromtheChristmastree,

andremovethetreeitself.Theantonymfortakedownisputup.

Moreexamples:

ItoftentakesalongtimetotakedownaChristmastree.

Whentheywentcampinglastsummer,theyhadagoodtime.Eveiyeveningtheyputuptheirtent

andthefollowingmorningtheytookitdown.

7.Iwasabouttwo-thirdsdonewhenMaggiecamein.——Ihadfinishedabouttwo-thirdsofthework...

done—finished

l\vo-thirdsservesasanadverbialmodifyingdone.

Moreexamples:

Hisnewnovelisabouttwo-fifthsthickerthanhispreviousone.

Attheendoflastyeartheconstructionprojectwasalreadyfour-fifthsfinished.

Unit2

(7hours)

I.Teachingobjectives

a.Haveabasicunderstandingofsalvationinthetext.

b.Understandthepurposeofthewriterinthearticle.

c.Appreciatethewritingtechniquesandrhetoricaldevices.

d.Learnlanguagepoints.

e.Oralspeakingpractice

II.Teachingemphasis

a.Vocabulary:salvation,revival,bringthelambtothefold,escort

b.Appreciatethestylisticfeatures(ironictitle;repetitionsforcreatingatenseatmosphere;vivid

descriptions).

c.Understandhowdidthewriterachievetheironiceffect?

II.TeachingProcedures:

TEXTISalvattion

I.Pre-readingQuestions

Thepurposeofaskingthestudentstolookupthegivenwordsistwo-fold:toprovidethemwith

cluesaboutthereligiouscontentofthetextandtosupplythemwithadequatebackgroundinformation.

Trynottogivethestudentsanyextrainformationortheymayloseinterestinthepassage.Itisalways

bestfbrthestudentstosolvetheirownproblemsbythemselves.

DefinitionsofwordsasusedintheChristianreligion:

salvation——thestateofhavingone'ssoulsavedfromsinanditsconsequences靈魂的拯救

save—setfreefromthepoweroforfromtheeternalpunishmentforsin

sin一breakingofGod'slaws,disobediencetoGod'scommandments

revival—seriesofmeetingsintendedtoproduceanincreaseininterestinreligion,ortostirupthe

religiousfaithamongthosewhohavebeenindifferent,usuallybypreachingandconfessionof

sins(鼓動(dòng)性的)福音布道會(huì)

lamb—youngmembersofchurchflockorChristiancongregation

fold——bodyofbelieversintheChristianreligion

ILTheMainIdeas

Thestatementthatbestsumsupthemainideasis(1)：“Afterhavingthroughapainfulprocess,the

childwasfinallysavedfromsin,butinsteadoffeelingjoyous,hefeltmiserablebecauseofhis

disillusionment.

III.Vocabulary

A.Guessingthemeaningsofwordsandphrases

1.speak(usuallysilently)toGod,showinglove,givingthanksoraskingforsomething

2.wastaken

3.lowsoundofpainorsuffering

4.terrible

5.godownand/orremainontheknees

6.verydark/shinyblack7.shook/movedgently

8.calml

9.smilbroadly

10.makesomebodybelievesomethingthatisfalse

B.Lookingupwordsinadictionary

1.giveareligioustalk,usuallyaspartofaserviceinchurch

2.veryquickly

3.markedbyregularsuccessionofweakandstrongstresses,accents,soundsormovements(inspeech,

music,dancing,etc.)

4.atalkusuallybasedonasentenceor“verse“fromtheBibleandpreachedaspartofachurch

service.

5.twistedtogetherintooneplait(here,ofhair)

6.(ofhandsandfingers)twisted,withswollenjointsandroughskinasfromhardworkoroldage.

7.apersonwholivesaviciouslife;ahabitualdrunkard

8.useGod'snameincursing;speakofGodwithoutrespect

9.(here)interruptfromtimetotimewithsomething

10.causinggreatjoyandhappiness.

IV.TeachingPointsforReference

1....andthemembershipofthechurchhadgrown...

membership——numberofmembers;allmembers

Moreexamples:

Thedramasocietyinourschoolhasalargemembership.

Themembershipofourself-taughtgrouphasgrownbyleapsandboundsthissummerbecauseof

theyoungpeoplesthirstfarknowledge.

2....allmoansandshoutsandlonelycriesanddirepicturesofhell,...

Lonelymeansuhavingnocompanionship,,andindicatestheustateofmindofonebeingorfeeling

alone."Lonelymayalsobeappliedtoplaceswhichareunfrequentedorremotefromhumanhabitation.

Moreexamples:

Withthedevelopmentofthetravelbusiness,swarmsoftouristsnowvisitthenewlydiscoveredcave

intheoncelonelymountainousarea.

Theretiredworkerisnotlivingalonelylifesinceshehassomuchworktodointheneighborhood

andsincethereissomuchwarmthandcareathome.

3.Finallyalltheyoungpeoplehadgonetothealtarandweresaved,butoneboyandme.but—except

Moreexamples:

Heistalkingabouteverythingbutthemostimportantthing.

1havebeentoalltheimportantscenicspotsinHangzhoubuttheYellowDragonCave.

4.ThenIwasleftallaloneonthemourners5bench.

Alonemeans“byoneself”.

Moreexamples:

Helivesentirelyaloneandisverylonely.

Inthiswarofliberationweshallnotbealone.

Betterbealonethaninbadcompany.

Lonelydiffersfromaloneinthatitusuallymeansexperiencingorproducingafeelingofisolationand

sadnesswhereasalonedoesnot.Moreover,lonelyisusedbothattributivelyandpredicatively,alone

onlypredicatively.

5.“Langston,“myauntsobbed.

sob-drawinthebreathsharplyandirregularlyfromsorroworpainwhilecrying啜泣，嗚咽

Moreexamples:

“Oh,don7leaveme,don7leaveme!”Shebegantosobpassionately.

Afeelingofinfiniteregretcameoverhim,ashesawherlyinginbedsobbinglikeachild.She

wouldn7havefailedintheexperimentifhehadgivenhertimelysupport.

Cf.:Andthelittlegirlscried.

Tocryistoexpressgrieforpainorsorrowbymakingmournfulsoundsandsheddingtears.哭泣

Moreexamples:

Sohecriedquitealoneforalongtimetillheatlastcriedhimselftosleep.

Itisnousecryingoverspiltmilk.

Cf.:Tomallowedhimselftoweeptears,theyweretearsofanger.

Weepstressesthesheddingoftears.

Thedifferencebetweenweepandcryisthatcryingisaudibleandaccompaniedwithtears,buttoweep

usuallyreferstothesilentsheddingoftears.

Moreexamples:

Shedidn'tweepoverthedeathofhersonwhodiedaheroicdeathbutdevotedherselftothenoble

workthathersonhadbeendoing.

Takingtheboytoherbreast,sherockedhiminherarms,andweptsilentlyoverhim.

6.SoIdecidedthatmaybetosavefurthertrouble,Tdbetterlie,too,andsaythatJesushadcome,andget

upandbesaved.

save—makeunnecessary;relieve(somebody)fromtheneedofusing免得，節(jié)省

Moreexamples:

Shewenttothefoodshoptobuysomecookedmeattosavehertimeandenergy/tosaveher

cooking.

Labor-savinggadgetssuchaspotatopeelersandnut-crackerssaveusalotoftime.

Cf.:save——free(aperson)fromthepoweroreffectofevil(sin)inChristianityandsomeotherreligions

拯救

7.Suddenlythewholeroombrokeintoaseaofshouting,astheysawmerise.

breakinto—beginsuddenlytogivevoiceto

Moreexamples:

Whenthecrowdsawtheprize-fighterstretchedoutonthecanvas,theybrokeintoshoutsand

cheers.

Theybrokeintolaughterwhentheysawmyclownishdress.

Unit3

(8hours)

1.Teachingobjectives

a.Haveabasicunderstandingof“readbetweenthelines"and"writebetweenthelines".

b.Understandthewriter'slogicofwriting:howdidthewriterpersuadethereadertowrite

downinthebookheisreading.

c.Appreciatethewritingtechniques:Comparison,SimileandMetaphor

d.Learnlanguagepoints.

e.Oralspeakingpractice

2.Teachingemphasis

a.Vocabulary:Mutilation;dilapidated;integral;unblemished;receptacle:

b.Sentence:Andmarkingabookisliterallyanexpressionof...

c.Writingtechniques:comparisonandmetaphor

3.Teachingprocedures:

TEXTIWritingBetweentheLines

I.Pre-readingQuestions

Thedictionarydefinitionofreadbetweenthelinesis：”findmoremeaningthanthewordsappearto

express;gathermoremeaningsfromatextthatarenotactuallystated,butimplied”.Writebetweenthe

linesisnotasetphrase.Thewriterhasinventedthisphrasebyfollowingthepatternofthesetphrase

readbetweenthelinesandreplacingreadwithwritetostresstheimportanceofwritingnotesand

commentsinthebookoneisreading.Inspiteoftheword“writing“inthetitle,thisessayisactuallya

pieceofgoodadviceonhowto“read"efficiently.

II.TheMainIdeas

Answerforreference:

Thewriteristryingtopersuadethereadertowritedowninthebookheisreadinghisreactionsto

thetext.Thereader'sreactionsmayincludehisquestions,hisagreementsordifferencesofopinionwith

theauthor,hisdoubtsandsoon.Inthiswaythereaderwillbedoingthemostefficientkindofreading.

III.Vocabulary

A.Guessingthemeaningsofwords

1.argue,claim

2.destruction

3.buying

4.ownership

5.movefromoneplacetoanother

6.(ofbooksandpapers)havingthecomersofthepagesturnedupordownwithusesothattheylook

likeadog'sears

7.wholebecausenoparthasbeentouchedorspoilt

8.absolutelyessential

9.looselyjoinedsheetsofpaper(apad)forwritingnotes

10.tobetreatedwithgreatrespect

B.Lookingupwordsinadictionary

1.plainly,directly

2.holdback(fromdoingsomething)

3.brokenandold;fallingtopieces

4.writehastilyorcarelessly

5.notspoiled,asnew

6.pencilofsoftcoloredchalkorwax,usedfordrawing

7.amusicalworkforalargegroupofinstruments

8.thearrangement,styleandappearanceofprintedmatter

9.humblestateofmind

10.acontainer

IV.TeachingPointsforReference

1.Fullownershipcomesonlywhenyouhavemadeitapartofyourself.=Onlywhenyouhavemadeita

partofyourselfdoesfullownershipcome.

Notethatwhenonlywhenisusedtobeginasentence,thesecondpartofthesentenceisininverted

order.

Moreexamples:

PeopleweremadeawareofthedangersofpollutionbyinsecticidesonlywhenRachelCarson

publishedherbookSilentSpring.=Onlywhen...werepeoplemadeawareof...

Youarelikelytodothemostefficientkindofreadingonlywhenyouwritebetweenthelines.

(=Onlywhen...areyoulikelyto...)

2.Whyismarkingupabookindispensabletoreading?

beindispensableto—beessentialto;benecessaryin;betooimportanttolivewithout

Moreexamples:

Justaswaterisvitaltofish,airisindispensabletoman.

Agoodbasiceducation,aninsatiablecuriosityinpeopleandevents,acertaintenacityofpurpose,

anabilitytowriteclearly,honestlyandaccuratelyandaknowledgeofstatelawsarethe

requirementsindispensabletoagoodradiojournalist.

3.Nowanordinarypieceoflightfictionlike,say,GoneWiththeWind,doesnotrequirethemostactive

kindofreading.Butagreatbookrichinideasandbeauty,abookthatraisesandtriestoanswergreat

fundamentalquestions,demandsthemostactivereadingofwhichyouarecapable.

1)richin—possessingorcontainingalot(of)

Moreexamples:

ContrarytowhatsomeWesternexpertspredicted,Chinaisnotdeficientbutrichinoil.

Thisartgalleryisrichinpaintingsbyalltypesofpainters;thereareworksofClassicism,

Realism,Expressionism,Abstractionism,RomanticismandNaturalism.

2)require-need

demand-callforasnecessary;require;need

Inthetwosentencesquotedabove,thetwowords,requireanddemandmeanthesameandcanbe

usedinterchangeably.Inanothersense,however,demandimpliesaskingfor(something)asif

ordering(something)onehasarightto,whereasrequiresuggestsapressing,oftenaninherentneed.

Moreexamples:

TheBoardofDirectorswillmeetthisafternoon.Yourpresenceatthemeetingisrequired.

Theassistantatthereceptiondeskdemandedhispassportwhenthemanwantedadoubleroom.

3)becapableof-havethepowerorabilitytodo

Moreexamples:

ThereconstructionofTangshanfromasheshasshowntheworldwhatthepeopleinTangshan

arecapableof.

ChinesedoctorsworkinginThird-Worldcountriesandregionshavetrainedmanylocalexperts

whoarenowcapableofdoingoperationsusingacupunctureanesthesia.

4.Butdon'tletanybodytellyouthatareaderissupposedtobesolelyonthereceivingend.besupposed

to...—beexpectedto...;berequiredto

Moreexamples:

Peterisdownwiththemeaslesandissupposedtobelyinginbedbutheisalreadyupandabout.

Inthesecondscene,whereshewassupposedtofacethecompanyintheball-room,shedideven

better,causingasmiletoappearonthefaceofthedirector.

5.Presumablyheknowsmoreaboutthesubject...—Probably/Itistakenforgrantedthatheknowsmore

aboutthesubject...

presumably-supposedly(tobetrue),itmaybereasonabletosupposethat

Example:

ToeveryonesdisappointmentJohnwasabsentfromthemeeting.Presumablyhewasbusywithhis

newproject.

InteractionActivities

TheWayIDoMyReading

Suggestions:

1.Beforestartingtoread:

1)readtheContentspageofthebook,

2)haveaquicklookatthechapterheadings,

3)haveaglanceattheIndexwhichishelpfulforspecificinformation.

2.Skimmingandscanning:

1)Skimmingisareadingskillyouusewhenyouwanttogetthemainideaofabook-

(1)readtheintroduction,usuallytheopeningparagraphofachapter,

(2)readtheconclusion,usuallythefinalparagraphofachapter,

(3)readveryquickly,skiporleaveoutsmallportionsofthematerialinordertogetthemainideas.

2)Scanningisareadingskillyouusewhenyouwanttocheckquicklywhetheratextyouarereading

containsinformationyouneed-

(1)thinkofsomekeywordsconnectedwiththeinformationyouneed—lookquicklydownthepage

toseeifyoucanspotanyofthem;ifyoudo,readthesentencesaroundthemtocheckifyou

informationiswhatyouneed;

(2)lookforchapterheadings/paragraphheadings;wordsinboldtype/wordsunderlined-they

giveyoualotofquickinformationaboutthecontentsofthereadingmatter,

(3)iftheinformationyouneedisinabook,lookatthelistofcontentsandtheindexes.

3.Note-taking:

(1)Writedownimportantpoints,thepointsrelevanttoyourneeds,sometimesusefulexpressionsto

helpimprov